LSK3701
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,QR CODE: bdab209c 1 LSK3701
JAN/FEB 2023
UNIVERSITY EXAMINATIONS
Jan/Feb 2023
LSK3701
Life Skills: Science & Technology in Foundation Phase
Total: 100 marks
Duration 3 hours
QR CODE: bdab209c
This paper consists of FOUR (4) questions: Total: [100 marks]
Instructions: This examination paper consists of compulsory questions:
Please answer ALL the questions.
• Answer all questions in ENGLISH.
• Write the question number for all answers, for example, Question 1.1.1
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e.g., LSK3701 Exam 7321647. Do not write your name.
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[TURN OVER]
,QR CODE: bdab209c 2 LSK3701
JAN/FEB 2023
QUESTION 1: (25)
1.1 Read every statement below and name the implied science process skill: (5)
1.1.1 Finding similarities and differences between objects
1.1.2 Grouping and sorting objects
1.1.3 Quantifying observations and explaining mathematically
1.1.4 Guessing what you expect to happen in the future
1.1.5 Receiving information about the world around us through our senses
1.2 Read every statement below and name the implied big concept or big idea: (5)
1.2.1 Children developing a sense of their place in society and how we all
depend on one another
1.2.2 A planned management of a natural resource to prevent it from
exploitation and neglect
1.2.3 By hatching from an egg and then, by eating a lot, getting bigger and
eventually changing into a pupa and a butterfly
1.2.4 Differ in their personalities, the shape of their eyes, eye colour and other
physical traits
1.2.5 The impact we have on where we live and the world as a whole
1.3 Differentiate between the following terms, in your own words:
1.3.1 Digital technology (3)
1.3.2 Digital (3)
1.4 Examine the FOUR (4) science content strands of the South African
curriculum in the “CAPS: Life Skills for Foundation Phase” document (South
Africa 2011). (9)
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, QR CODE: bdab209c 3 LSK3701
JAN/FEB 2023
QUESTION 2: (25)
2.1 Evaluate the THREE (3) learning strands for technology education in the
South African curriculum (South Africa 2002b). Justify your answer by using
a technological problem that needs to be solved in teaching and learning in
the Foundation Phase. (9)
2.2 Assess the role of teacher questioning, learner predictions and explanations
in an inquiry-based lesson, with specific reference to conceptual change in
the learning of science. (8)
2.3 Develop learners’ ability to communicate their understanding of science
through language. Support your understanding of this statement by
discovering how teachers can plan science activities for a theme plan, using
language integrated activities. (8)
QUESTION 3: (25)
3.1 Read the case study and answer the questions. (15)
Ms Cassim, the Grade 3 teacher, is introducing water transport to her learners. The learners
listen to a story about a family who have to move their belongings from one place to another
along the coast. After listening to the problem, the learners are asked questions about
different kinds of boats. Thereafter, learners watch a video about the sails of sailboats. Ms
Cassim then instructs the learners to write down their understanding of sail systems in their
books. The learners then follow a traditional lesson presentation on the different sail
systems and complete a worksheet, in which they select the water transport from drawings
of different types of transport; the learners are asked to give reasons for their answers. Ms
Cassim completed the lesson by asking the learners to draw different types of transport in
their workbook.
3.1.1 Identify the content strand Ms Cassim is working in. (2)
3.1.2 Identify THREE (3) process skills that were used in this lesson. (3)
3.1.3 Which TWO (2) of the (CAPS social science) big ideas would be appropriate
for this lesson? (2)
3.1.4 Identify the technological knowledge that is developed through this lesson? (4)
3.1.5 Categorise the FOUR (4) language skills learners used in this lesson. (4)
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